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Early Childhood Education in Pakistan 2017

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Early Childhood Education in Pakistan 2017 EARLY CHILDHOOD EDUCATION IN PAKISTAN A Research Study By Niamatullah Khan Muhammad Aslam Bhatti Dr. Khawaja Sabir Hussain Syeda Shaista Bano Academy of Educational Planning and Management Ministry of Federal Education and Professional Training Islamabad 2017 i © AEPAM, Islamabad, 2017 Cataloging in Publication Data Main entry under authors: Niamatullah Khan, Muhammad Aslam Bhatti, Khawaja Sabir Hussain, and Syeda Shaista Bano Research Study on Early Childhood Education in Pakistan: – Academy of Educational Planning and Management, Islamabad. (AEPAM Publication No.275) 1. Early Education 2. Childhood Education 3. Policy Provisions 4. AEPAM - Pakistan ISBN: 978-969-444-102-3 ii TABLE OF CONTENTS Preface v Executive summary vi Chapter 1: Introduction 1 1.1 Objectives of the Study 3 1.2 Significance of the Study 3 1.3 Delimitations of the Study 3 Chapter 2: Literature Review 5 2.1 Concept of Early Childhood Education (ECE) 5 2.2 The Importance of ECE 5 2.3 Benefits of ECE 6 2.4 Policy Framework of ECE in Pakistan 7 2.5 Early Childhood Education in Balochistan 8 2.6 Early Childhood Education in Khyber Pakhtunkhawa 9 2.7 Early Childhood Education in Punjab 10 2.8 Early Childhood Education in Sindh 11 2.9 Early Childhood Education in Azad Jammu and Kashmir 12 2.10 Early Childhood Education in Gilgit Baltistan 12 2.11 Early Childhood Education in Islamabad Capital Territory 13 Chapter 3: Methodology 15 3.1 Population of the Study 15 3.2 Sample of the Study 15 3.3 Research Instruments of study 16 3.4 Pilot Testing of Research Instruments 16 3.5 Procedure for Data Collection 17 3.6 Data Analysis 17 3.7 Findings and conclusions 17 3.8 Recommendations 17 iii Chapter 4: Data Analysis and Its Interpretation 19 4.1 Analysis of questionnaire of Education Managers 19 4.2 Analysis of Questionnaire for ECE Teachers 26 4.3 Analysis of questionnaire of Parents 33 Chapter 5: Findings, Conclusions, and Way Forward 37 5.1 Findings from Education Managers’ Questionnaire 37 5.2 Findings and observations from Teachers Questionnaire 39 5.3 Findings from questionnaire of Parents 42 5.4 Conclusions 42 5.5 Way Forward 44 Bibliography 45 Annexure iv PREFACE The early years of a child’s life are the prime time for parents, teachers and administrators to provide positive experiences that will affect the rest of child’s life. Therefore, Early Childhood Education demands child-friendly environment, trained teachers, a variety of learning resources and age appropriate methodologies. The Education Policy, 2009 recognizes the importance of Early Childhood Education and makes a commitment to provision of at least one year of pre-primary education in all public schools with specialized training for teachers to this effect and additional budget allocations. This study has been designed and conducted with a view to explore the current status of ECE, highlight opportunities, gaps and challenges in ECE, and suggest recommendations and implementation mechanism for addressing ECE related issues. For the purpose of the study, data was collected by the provincial and district education managers, heads and teachers of ECE Institutions and parents of ECE students in the four provinces and regions (AJK and Gilgit-Baltistan). The research findings and recommendations provide strategic guidance to the stakeholders at Federal, Provincial and Regional levels to sustain Early Childhood Education. I would like to express my gratitude to all concerned officers/officials of Provincial/Areas Education Departments for their cooperation in data collection, providing relevant information and materials to the AEPAM’s Research Team. I also appreciate the services rendered by Muhammad Aslam Bhatti, Joint Director (Research), Dr. Khawaja Sabir Hussain, Deputy Director (Research) and Syeda Shaista Bano, Deputy Director (Research), for conducting the study. The service of Mr. Zulfiqar Ali Joya and Ch. Muhammad Akram, APS for composing this report is appreciated. Niamatullah Khan Director General v EXECUTIVE SUMMARY The early years of child’s life (from birth to 8 years) are recognized as a vital stage in children’s physical, linguistic, intellectual and emotional development. ECE provides the foundation for development of life-long skills and subsequent learning. The Education Policy, 2009 recognizes the importance of Early Childhood Education and states a commitment to provision of at least one year of pre-primary education in all public schools, specialized training for teachers to this effect and additional budget allocations. The focus of the Study was to evaluate implementation of National Education Policy (2009) provisions regarding ECE in Pakistan and highlight opportunities, gaps and challenges throughout the country. The respondents of the study were included from Education Departments Sindh, Punjab, Khyber Pakhtunkhawa and Balochistan, and Regions (Gilgit Baltistan and AJK). Therefore, the respondents includes Provincial Education Managers i.e. Directors of Education Departments, District Education Officers (DEOs), Executive District Officers (EDOs), Directors Public Institutions (DPIs) and Head Masters/Mistress, ECE Teachers and parents of ECE children. The Research Team of AEPAM visited 12 selected districts of four provinces, Azad Jammu and Kashmir and Gilgit-Baltistan regions to collect the data. Findings of the Study 1. The Education Managers are responsible to implement government’s policies in their respective provinces and districts. Therefore they were requested to provide information regarding their districts about ECE. 80% of the respondents were of the opinion that ECE teacher has been provided in the schools and 20% education managers were said that one week training was provided to the teachers for teaching to ECE classes. It is pertinent to mentioned here that during field visits it was observed by the research team members that no additional teachers were provided for ECE classes. Already available teachers were given one-two week training for teaching ECE classes. No specialized two years training was provided to the teachers as per provision of National Education policy 2009. It was also observed that additional rooms were not constructed for ECE classes. vi From already available rooms in the schools, only one room has been made child friendly and reserved for the ECE classes almost in all provinces/regions. 2. The Education Managers were requested to provide information that how they motivate parents to sending their children to school for ECE. The question comprised on multiple choices and one respondent had option to give more than one method of motivating the parents for sending their children to the schools. 54% of the respondents were of view that door to door campaign was launched to enhance ECE enrolment, whereas, 46% and 35% respondents informed that school council members and parent teacher meeting were also used to increase ECE enrolments respectively. It can be concluded that district education managers usually adopted more than one method to motivate the parents to send their children to the schools and especially for ECE classes. 3. Data reflected that 59% of the respondent were of the view that community took interest to admit their children in government schools. It can be concluded that remaining 41% of same age children might be taking admission in private sector schools in Deeni Madaris or remain out of schools. 4. Data also shows that 100% respondents pointed out that separate ECE teachers has been provided in schools, where ECE classes have been started. The respondents answered this question in the sense they had arranged ECE teachers where classes have been started in almost all provinces. It is pointed out that no additional teacher was provided as per policy provision only adjustment was made among the already available teachers in the schools. Hence, it was observed during field visited that if teachers had been reserved for ECE classes, they are not usually transferred to other schools. 5. Data indicates that 60% respondents were of the view that separate teacher could not be provided due to availability of two teachers policy in primary schools. 45% and 41% had responded that single teacher’s policy and non-availability of teachers were reasons of not providing separate ECE teachers. vii 6. Majority 92% respondents were of the opinion that training regarding teachers of ECE was provided to the teachers. It was pointed out that this training was two or one week training and was not with specialized training for ECE as emphasized in the NEP 2009. 7. It was found that 81% respondents were of the opinion that colour pictures/cartoons were available in ECE rooms. 74% and 71% respondents were of the view that coloured activities books and toys were maintained in ECE classes respectively. It is very interesting to note that no single school is available where all these facilities had been provided. 85% respondents were of the view that drinking water and toilets were available for children. 44% respondents informed that care-givers at a modest salary/wages has been provided in the schools to take care of ECE students. It was also observed that care-givers were provided in Punjab province only, whereas in other provinces, no such arrangement had been made. 8. It was found that 100% respondents had opinion that all children are given admission in class one easily after completion of ECE class. On the basis of this information, it can be concluded that ECE provides base for enhancing enrolment at primary level and it should be started in all the public school across the country. 91% and 9% respondents had opinion those ECE children are kept busy playing with toys and drawing activities respectively. 100% Education Managers had opinion that they frequently supervised ECE classes in the public schools and give them maximum support. 9. Data shows that 82% Education Managers had opinion that best ECE curriculum was taught in the public schools. 72% respondents had opinion that they ensured holistic development of children by maintaining stimulating environment in the schools.
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